A survey of 31 college students with learning disabilities found few used comprehensive and effective notetaking techniques, with only a small number requesting notetaking accommodations. Major difficulties included speed of writing, paying attention, making sense of notes afterward, and deciding what information to record. Programing and research…

Examined whether learning-disabled high school students (n=141) had particular personality configuration on Myers-Briggs Type Indicator (MBTI), whether they had particular vocational interest on Self-Directed Search (SDS) and whether there was relationship between MBTI and SDS scores. On MBTI, students placed predominantly along…

This article examines sociocultural factors that should be considered in the overall assessment and education of students with learning disabilities who come from culturally diverse backgrounds, and the implications of these factors specific to development and usage of learning strategies and study skills in the classroom. (JDD)

This article draws together three papers (EC 603 155, EC 603 157, and EC 603 158) on metacognitive theory in literacy, writing, and mathematics acquisition of children with learning disabilities. Topics discussed include self-regulation, the reciprocal relationship between self-regulated learning and motivational beliefs, and the classroom role of…

Assessment of 60 children (ages 9-15) with learning disabilities resulted in a group with relatively intact visual planning and mental flexibility skills and a group clearly dysfunctional in these areas. Comparison of the two subtypes on measures of academic skills, visual memory, visual-motor integration, and motor speed indicated significant…

This article reviews Bakker's developmental neuropsychological model (the Balance Model) of reading development (EC 602 750), notes the need for validating research before employing these procedures in clinical practice, and raises some conceptual problems such as evidence that learning disability subtypes evolve over time. (Author/DB)

Three fifth grade students with learning disabilities were taught to recognize multisyllabic basal vocabulary words using constant time delay in a small-group instructional arrangement and were assessed on ability to recognize, spell, and define both their own target words and observational words. The procedure was effective in establishing…

Junior high learning-disabled students (n=29) were taught U.S. states and capitals. Students scored higher on items taught mnemonically than on items taught traditionally, whether students were required to provide forward or backward information. Significant correlations were found between performance and reported mnemonic strategy usage.…

This paper examines studies of the Minnesota Institute which were interpreted as demonstrating that students with learning disabilities are not distinguishable from other low-achieving students. Results of the reexamination indicate that learning disabilities and low achievement can be clearly differentiated, even in studies indicating that little…

Twenty-two secondary students with learning disabilities were successfully taught the principles of scientific reasoning. Using student-teacher dialogs, students analyzed information presented in magazine articles and advertisements. Students improved their ability to identify the principal claim made in an article or advertisement, graph the…

This article explores ways to enhance oral discussions to increase the written language abilities of students with learning disabilities. It discusses oral and written language differences, and offers specific strategies for improving oral narrative skills within the Language Experience Approach (LEA), such as using semantic maps and teaching…

This study compared teacher and parent ratings on the Homework Problem Checklist for 111 children (either learning disabled, behavior disordered, or typical; ages 7 to 17). The study found that both groups with disabilities experienced more problems than the typical children, and the group with behavioral disorders had the most pronounced…

This paper reviews research involving the use of visual depictions such as webs, matrices, timelines, networks, and charts of relationships to teach content information to students with learning disabilities. As an adjunct to lecture-discussion instruction, these enhancements have been shown to result in greater student learning of content…

This article describes how the Division for Learning Disabilities surveyed interdisciplinary experts and conducted a Delphi procedure to develop a list of competencies to guide preparation for teaching students with learning disabilities. The list of validated competencies determined to be essential for the preparation of professionals is listed,…

This article describes problems with content area textbooks, outlines difficulties for mainstreamed students with learning disabilities, and reviews ways to improve the content organization and instructional strategies of content area texts using examples from a U.S. history text. Strategies include a problem-solution-effect text structure,…